Abstract
In the aftermath of the two world wars, strong international networks and organisations manifested themselves with promotion of peace through education on their agenda. Danish pedagogical experiments and experimental schools were strongly influenced by these trends and played a role in subsequent school practices and policies. Drawing on the notions of “the transnational” and “trading spaces” as well as the theoretical concepts of transfer, translation, and transformation, this article addresses the following research question: How were international ideas, knowledge and practice of promoting peace through education transferred, translated, and transformed in Danish school experiments in interwar and post-war scenarios? In exploring this question, the article uses transnational and Danish archival sources as well as journals and reports linked to the Danish progressive education movement. Thus, the article contributes to our understanding of the entanglements of educational ideas and to how trends of internationalisation and globalisation work.
Highlights
During the ten years the League of Nations has existed, it has in many ways endeavoured to secure peace between the states, but those who work for the idea of the League know that real security will be reached only when a moral disarmament, a mental disarmament, is achieved
Drawing on the notions of “the transnational” and “trading spaces” as well as the theoretical concepts of transfer, translation, and transformation, this article addresses the following research question: How were international ideas, knowledge and practice of promoting peace through education transferred, translated, and transformed in Danish school experiments in interwar and post-war scenarios? In exploring this question, the article uses transnational and Danish archival sources as well as journals and reports linked to the Danish progressive education movement
We focus on the transnational space covering the New Education Fellowship (NEF) and the Danish school experiments launched at Frederiksberg and Vanløse in 1924
Summary
During the ten years the League of Nations has existed, it has in many ways endeavoured to secure peace between the states, but those who work for the idea of the League know that real security will be reached only when a moral disarmament, a mental disarmament, is achieved. The nature of the relations among the three Nordic countries is such that everybody takes it for granted that war between any of them is impossible. The years following the two world wars were characterised by reflections on how to prevent wars in general and the role of education in particular in securing such a political aim. Education was seen as a privileged field of intervention because of its. 1 “Kronborg Magazine – Fifth International Conference on New Education,” August 1929, Elsinore, Denmark, World Education Fellowship, III/186, Institute of Education London Archives, 27.
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